From Chatbots to Heartbeats: AI-Driven EdTech and the Emo-Cog Journey of Language Learners

Abstract

This study explored the emotional and cognitive (Emo-Cog) experiences of university students using AI-driven educational technology (EdTech) in the context of English language learning. As AI-based tools such as chatbots, personalized learning platforms, and mobile applications become increasingly integrated into education, understanding their impact on learners goes beyond test scores and usability—it included how students feel, think, and engage. This explorative case study involved 93 first-year non-English major students at Syiah Kuala University who were already familiar with AI tools. Data were collected through a structured Likert-scale questionnaire that examined students’ emotional responses (e.g., motivation, anxiety, enjoyment), cognitive engagement (e.g., clarity, focus, memory), and perceptions of AI features (e.g., feedback, personalization, gamification). Findings revealed that students generally responded positively to AI-assisted language learning, reporting increased motivation, emotional comfort, and clearer understanding when using tools that offered real-time feedback, adaptive content, and gamified interaction. Many students described AI as a “partner” in learning, not just a tool—highlighting its role in fostering autonomy and reducing communicative anxiety. However, some limitations were identified, including over-automation and lack of contextual explanations. The study concluded that effective AI-driven EdTech must consider both the emotional and cognitive dimensions of learning, especially for novice language learners. The implications suggest that educators and developers should design emotionally responsive AI environments to enhance learner engagement. While limited to one institution and self-reported data, this research offers valuable insights into the Emo-Cog journey of language learners and calls for further studies integrating emotion and cognition in EdTech evaluation.